Charles T. Mangrum

The effect of topic interest and prior knowledge on the predicted test questions of developmental college readers

Abstract The primary purpose of this study was to examine the effects of topic interest and prior knowledge on predicted test questions of developmental college readers. A secondary purpose was to determine if overall differences in the quality of student generated predictions existed in multiple‐choice and essay questions. Seventy‐seven students enrolled in a university developmental reading course read passages in each of four conditions: high interest, high prior knowledge; high interest, low prior knowledge; low interest, high prior knowledge; and low interest, low prior knowledge. Students then were asked to predict multiple‐choice and essay questions that might appear on a college exam based on each passage. Student‐generated questions were evaluated in terms of accuracy of prediction, salience, clarity, and number of higher order questions. Results suggest that under certain conditions topic interest and prior knowledge can influence student‐generated questions, and that differential patterns of qu...

Differential effects of differing vocabulary presentations

Abstract The effects of differing vocabulary presentations on various vocabulary and text comprehension measures were investigated. Thirty‐seven college students were assigned to either a group presented pseudowords with definitions, a group presented the same pseudowords and definitions plus adjoining context, or a control group. Subsequently, all groups read a stimulus passage containing the pseudowords. Both treatment groups outperformed the control group on two vocabulary measures; whereas, the means of the two treatment groups did not differ. Vocabulary training improved text comprehension with the multiple‐choice and retell measures being primarily sensitive to the definition presentation and secondarily sensitive to the definition plus context presentation. The cloze test was primarily sensitive to the definition plus context presentation, with the definition group performing no better than the control group on this measure.

College for the Learning-Disabled Student: A New Opportunity.

Programs to meet the special needs of learning‐disabled students at four‐year colleges and universities have only recently been developed, but they may significantly extend the range of opportunities available to this population. Special programs have emerged as a result of a heightened awareness of the potential of this group, the economic consequences of a pupil shortage, and federal legislation. Strichart and Mangrum discuss college admission criteria and the nature of special programs for the learning disabled.

Selecting a College for The LD Student

LD students can succeed in college if they carefully choose a facility that provides the support they need to realize their potential.

College Opportunities for the Learning Disabled in the United States.

Abstract Increasing numbers of colleges and universities throughout the United States are opening their doors to qualified learning disabled applicants. While these institutions are not changing their academic and degree standards, they are providing a range of support services that enable learning disabled students to succeed in college. This article describes the special admission policies used to admit learning disabled students, and the program services provided to these students to help them meet the learning and social demands of college. The article includes a brief description of the federal law which provided the impetus for many of these programs (Section 504 of the Rehabilitation Act of 1973)